University of Plymouth. Pathway Specification

Transcription

1 University of Plymouth Faculty of Health and Human Sciences School of Nursing and Midwifery Pathway Specification BSc / Professional Development In Community and Primary Care Graduate Certificate/Diploma Professional Development in Community and Primary Care Date of approval: December 2016 Date of implementation: September 2017 Year of first award: 2018 Updated following Minor Change Updated following Minor Change Updated following Minor change for implementation

2 2

3 Contents 1. BSc / Professional Development in Community and Primary Care Awarding Institution Accrediting Body Distinctive Features of the Pathway and the Student Experience 5 5. Relevant QAA Subject Benchmark Group(s) Pathway Structure 7 7. Pathway Aims 9 8. Pathway Intended Learning Outcomes Admissions Criteria, including APCL, APELand DAS arrangements Progression Criteria for Final and Intermediate Awards Exceptions to Regulations Transitional Arrangements Mapping 15 3

4 4

5 1. Pathway Title: BSc / Professional Development in Community and Primary Care Final award titles: BSc / Professional Development in Community and Primary Care Graduate Certificate/Diploma Professional Development in Community and Primary Care UCAS code: N/A JACS code: B Awarding Institution: University of Plymouth Teaching institution(s): University of Plymouth 3. Accrediting body(ies) N/A 4. Distinctive Features of the Pathway and the Student Experience The Community and Primary Care pathway is aimed at a wide range of healthcare professionals who are at various stages of their careers and professional development. The Five Year Forward View outlines the challenges faced by the health and social care system in response to an ageing population with increasingly complex and multifaceted health and wellbeing issues. Delivering the strategic vision of the Five Year Forward View requires a joined up approach for effective commissioning and delivery of community services. The team have a wealth of experience to promote teaching and learning informed by research and professional practice including academics, lecturer-practitioners and practitioner experts in practice. This is critical to providing learning opportunities which take account of strategic priorities of service and the development needs of the existing and future workforce. Composed of intermediate and outcome awards designed to match a range of career aspirations. The awards are flexibly designed to enable participants to step on and step off over a 5 year period in response to service need and professional circumstances. 5

6 The BSc / Professional Development in Community and Primary Care pathway is: Designed for students who want to progress in their career through gaining a graduate academic qualification, Devised and revised in response to feedback from stakeholders and service providers Aiming to equip practitioners to work in the new and emerging models of care Blends core professional values and academic rigour Promotes integration and inter-professional learning Offers a large number of options that meet professional and organisational needs to enhance practice and service delivery within an academic framework. The Graduate Certificate / Graduate Diploma are: Designed for students who are already qualified at Honours degree level, either recently qualified and / or recently appointed to a new clinical specialist area that may need to develop their skills and underpinning knowledge in order to practice safely and competently. Distinctive features The distinctive features of these pathways are: Core Targeted at the career development needs of health care professionals; Flexible and responsive to employers needs and service delivery; A student centred programme that enables choice and values prior experiential learning and experience Students can select clinical modules that enhance their specific work role; Pathway Specific Offer opportunities for interprofessional learning Involves patient representatives in delivery Feature active engagement with stakeholders as key contributors Enables students to step on and step off (within a time frame) Offers a named specialist pathway that the Community practitioner can use to enhance career opportunities 6

7 5. Relevant QAA Subject Benchmark Group(s) The Programme is informed by the Quality Assurance Agency (QAA) Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland for level 6 study (QAA for Higher Education 2008). 6. Pathway Structure The Professional Development Level 6 Programme in Community and Primary Care is based in the School of Nursing & Midwifery. This pathway is open to a range of health care practitioners registered either with the Nursing and Midwifery Council or the Health & Care Professions Council with experience of working within Community and Primary Care This named pathway BSc/ Professional Development in Community and Primary Care offer the healthcare professional a specific named award to enhance their career opportunities and learning within this specialist field. These core modules give the student a broad range of academic and practice related skills on which to build future studies. These core modules give the student a broad range of academic and practice related skills on which to build future studies. These core modules are run at the University and taught by University staff. Some of the optional modules are run under our academic partnership scheme. 7

8 BSc Professional Development in Community and Core Primary Modules Care HEAD360 Understanding Evidence to 20 credit core module HEAD373 Integrated Community and 20 credit core module HEAD374 Integrated Community and 20 credit core module Plus optional 20 credit module Professional Development in Community and Core Primary Modules Care HEAD360 Understanding Evidence to Inform Clinical Decision Making 20 credit core module HEAD373 Integrated Community and 20 credit core module HEAD374 Integrated Community and 20 credit core module HEAD361 Independent Study 40 credit core module Plus optional 20 credit module Graduate Certificate Professional Development in Community and Primary Care 60 Credits from Pathway Specific Module Choice see 13.3 Graduate Diploma Professional Development in Community and Primary Care 120 Credits from Pathway Specific Module Choice see

9 The School of Nursing & Midwifery has worked with local healthcare providers in Academic Partnership (AP) to develop specific work related modules accredited by the Faculty at level 6 run in one or more care settings, delivered by the health care provider. APs have expanded over the years, including development of new modules to suit local workforce needs as required. All AP courses are integrated into the Professional Development Programme and presented at the Professional Development Academic Board. These AP modules highlight the strong relationships we have with healthcare providers. All quality assurance processes are followed and overseen by our Academic Partnership Lead. Optional modules for this pathway could include: Clinical Skills in Community and Primary Care Leadership & Innovation Qualification Breakdown of Credits Ordinary Degrees (non-honours) 80 at Level 6 Honours Degrees 120 at Level 6 Graduate Certificate 60 at Level 6 Graduate Diploma 120 at Level 6 (includes 60 Certificate credits) 7. Pathway Aims This pathway has been designed to develop and utilise appropriate skills whilst promoting an environment conducive to the provision of high quality care for service-users in Community and Primary Care. The pathway aims to facilitate students to: Explore the opportunities for transforming services in their own context and gain knowledge and appreciation of other professions, specialties and organisations who contribute to patient/client care. Work more effectively across professional and organisational boundaries to enhance patient/client care. The pathway aims to 1. Produce challenging and critical thinking practitioners with a range of transferable skills who can effectively contribute to service enhancement in Community and Primary Care setting. 9

10 2. Prepare effective practitioners whose interventions will be underpinned by the best available evidence, contemporary knowledge and high-level clinical decision making skills. 3. Develop the student s confidence, competence and emotional resilience to consistently exercise personal responsibility and professional accountability for decision making and the provision of high quality, safe, care. 4. Promote commitment to the concept of life-long learning and thereby foster ongoing personal and professional development. 8. Pathway Intended Learning Outcomes The Intended Learning Outcomes for the Professional Development in Community and Primary Care reflect the Level 6 Qualification Descriptors provided by the Quality Assurance Agency (QAA) Framework for Higher Education Qualifications (FHEQ) Knowledge and understanding (subject specific) Cognitive/intellectual skills (generic) Key transferrable skills Subject specific practical skills Employment related skills This enables others to judge the value of this qualification through improved understanding of the level of intellectual and conceptual activity demonstrated by our graduates. It defines their capability in respect of their knowledge and the associated transferable skills that enhance employability. It also provides a reference point for other level 6 qualifications across the Higher Education sector Knowledge and understanding On successful completion graduates should have developed: An enhanced and systematic understanding of Community and Primary Care Practice. An enhanced appreciation of uncertainty, ambiguity and the limits of their knowledge. An ability to apply the additional methods and techniques that they have learned to review, consolidate, extend and apply their knowledge. A heightened and detailed awareness of personal responsibility and professional codes of conduct. 10

11 Comprehensive and detailed knowledge of their specialist area. An ability to systematically apply their additional knowledge to initiate developments in Community and Primary Care. These will be achieved through teaching and learning strategies that include: Lectures, seminars, workshops, self-directed study, and use of communication and information technologies. Assessment methods include: Achievement of practice competences, Case based discussion, Case study reports, Procedure-based assessments, Research critique 8.2. Cognitive and intellectual skills On successful completion graduates should have developed the ability to: A conceptual understanding in order to devise and sustain complex arguments and or solve problems. An ability to critically comment on aspects of current evidence appropriate to Community and Primary Care practice. An ability to critically evaluate arguments, assumptions, abstract concepts and data appropriate to Mental Health practice. The confidence to apply critically evaluated evidence to their practice. An awareness of and engagement with advanced scholarship within Community and Primary Care. These will be achieved through teaching and learning strategies that include: Group discussion, seminars, group and individual tutorials, on-line study tasks, e-technologies including narrated PowerPoint presentations, podcasts and interactive materials plus synchronous and asynchronous discussion fora Assessment methods include: Essay, critical literature review, oral presentation, case study, critical reflections on practice. 11

12 8.3. Key and transferable skills On successful completion graduates should have developed the ability to: Interact effectively within a team/leaning/ professional group. Confidently apply own evidence informed judgement; can challenge, reflect and constructively use feedback. Systematically communicate information, ideas, problems and solutions to a range of fellow professionals in Community and Primary Care practice. Effectively manages their own learning and utilises resources appropriate to their discipline/ practice. These will be achieved through teaching and learning strategies that include: Small group presentations, active participation in group discussions, problem based case studies, e-technologies including use of a managed learning environment to host a variety of study materials and synchronous and asynchronous discussions. Assessment methods include: Achievement of practice competences, Case based discussion, Case study reports 8.4. Employment related skills On successful completion graduates should have developed: Exercises initiative, personal responsibility and team leadership. Can relate theory to practice appropriate to chosen disciplines. Critically aware of and contributes to local, national and professional policy agendas. These will be achieved through teaching and learning strategies that include: A wide range of student centred learning approaches, directed student and student led study with analysis and application to the service setting throughout modules. Assessment methods include: A variety that are used throughout the programme incorporating assessment of transferable skills. These may include: examinations, tests undertaken in 12

13 team-based learning, essays including case studies and reflection, including both oral and practical skills assessment, presentations Practical/Professional skills On successful completion graduates should have developed: Critically defines and understands the limits of their competence. Able to act autonomously, within agreed guidelines, frameworks and protocols and to contribute to their development. Effective in complex and unpredictable contexts. Able to problem solve by selecting from a range of techniques. These will be achieved through teaching and learning strategies that include: Practical skills that will be taught in simulated environment and on placement settings Assessment methods include: A variety that are used throughout the programme incorporating assessment of transferable and practical skills. These may include: examinations, tests undertaken in team-based learning, essays including case studies and reflection, including both oral and practical skills assessment, presentations. 9. Admissions Criteria, including APCL, APEL and DAS arrangements 9.1 Entry requirements The student will either need to be: Registered Health and Social Care Professionals OR Health and Social Care workers in possession of level 5 studies/foundation degree. For entry to the Graduate Certificate and Graduate Diploma award pathways, the student must already hold an honours degree in a health or health related subject. Employment in a Community and Primary Care environment. Students are selected through their personal development plans (PDP) in negotiation with their employer or self-funding. 13

14 A student, who successfully completes an additional 60 honours level 6 credits, can achieve the award of Graduate Certificate. If the student selects modules from specialist areas, there is an opportunity to gain a named Graduate Certificate. A student, who successfully completes 120 honours level credits, can achieve the award of Graduate Diploma. If the student selects modules from specialist areas, there is an opportunity to gain a named Graduate Diploma. All students wishing to undertake a programme with clinical skills modules need to be working in an environment where they can meet the module learning outcomes. 9.2 Equality of Opportunity The University aims to ensure that all applicants receive fair treatment. In line with its Strategic Plan, the University has strategies to promote equality of opportunity, widen participation and encourage access. Further information on equality for students can be found at: We welcome and support students with disabilities, and we endeavour to meet specific needs. The Disability ASSIST Service, based on the Plymouth Campus, supports disabled students across the University. Further information about the advice and support before, during and after application can be found at: Accreditation of Prior (Experiential/Certificated) Learning Information - AP(E)L AP(C)L (Accreditation of Prior Certificated Learning) and APEL (Accreditation of Prior Experiential Learning) refers to the process by which previous formal certificated learning and informal non-certificated learning may be awarded academic recognition. This recognition is in the form of academic credit awarded against module learning outcomes within accredited Further and Higher Education programmes. 14

15 Types of AP(E)L Claim AP(C)L - Accreditation of Prior Certificated Learning by:- Verification of formal qualifications, including courses on the Faculty of Health and Human Sciences tariff and any professional certificates completed. APEL - Accreditation of prior experiential learning:- Verification of experiential learning. AP(E)L A combination of formal qualification and experiential learning. The AP(E)L Process The process of making an AP(E)L claim is structured and systematic, detailed information can be obtained from Progression criteria for Final and Intermediate Awards BSc / Professional Development in Community and Primary Care Graduate Certificate/Diploma Professional Development in Community and Primary Care 11. Exceptions to Regulations Only two attempts permitted for O/ISCE assessments that are related to clinical practice. 12. Transitional Arrangements This programme will commence from 2017 intake. Students on existing programmes will be able to continue under the new named programme and exit with the new named award if they have completed the core modules. Guidance will be provided by the Programme Lead and the Professional Development Unit, tailored to meet the individual needs of the student, their career aspirations and, to ensure alignment to the requirements of the programme and the relevant choice of exit award. 15

16 13. Appendices 13.1 Modules Mapped to Pathway Aims and Intended Learning Outcomes 13.2 Assessment mapping of modules 13.3 Pathway Specific Module Choices 16

17 13.1a Modules Mapped to Pathway Aims and Intended Learning Outcomes for BSc and Programme Intended Learning Outcomes Knowledge and Understanding An enhanced and systematic understanding of the students area of study, part of which is informed by the defined aspect of the students chosen practice/ discipline of Community and Primary Care Demonstrate on enhanced appreciation of uncertainty, ambiguity and the limits of their knowledge Apply the additional methods and techniques that they have learned to review, consolidate, extend and apply their knowledge. Module Award 17

18 Demonstrate a heightened and detailed awareness of personal responsibility and professional codes of conduct. Comprehensive and detailed knowledge of their specialist area of Community and Primary Care. Cognitive/Intellectual Skills Conceptual understanding to devise and sustain complex arguments and or solve problems. 18

19 Critically comment on aspects of current evidence appropriate to their area of Community and Primary Care specific practice. Critically evaluate arguments, assumptions, abstract concepts and data appropriate to their area of specific practice of Community and Primary Care Confidently and flexibly apply critically evaluated evidence to their Community and Primary Care practice. 19

20 Awareness of and engagement with advanced scholarship within their chosen discipline of Community and Primary Care Key/Transferable Skills (generic) Interact effectively within a team/leaning/ professional group. Confidently apply own evidence informed judgement; can challenge, reflect and constructively use feedback. 20

21 Systematically communicate information, ideas, problems and solutions to a range of fellow professionals in their specific field of Community and Primary Care practice. Effectively manages their own learning and utilises resources appropriate to their discipline/ practice of Community and Primary Care Employment-related Skills Exercises initiative, personal responsibility and team leadership Can relate theory to practice appropriate to chosen Community and Primary Care disciplines. 21

22 Critically aware of and contributes to local, national and professional policy agendas Practical/Professional Skills Critically defines and understands the limits of their competence. Able to act autonomously, within agreed guidelines, frameworks and protocols and to contribute to their development Effective in complex and unpredictable contexts. Able to problem solve by selecting from a range of techniques. BSc, BSc(Hons) 22

23 13.1b Modules Mapped to Pathway Aims and Intended Learning Outcomes for Graduate Certificate and Graduate Diploma for students who have previously achieved BSc 80 credits/bsc Hons Degree 120 credits Programme Intended Learning Outcomes Knowledge and Understanding An enhanced and systematic understanding of the students area of study, part of which is informed by the defined aspect of the students chosen practice/ discipline of Community and Primary Care Demonstrate on enhanced appreciation of uncertainty, ambiguity and the limits of their knowledge Apply the additional methods and techniques that they have learned to review, consolidate, extend and apply their knowledge. Demonstrate a heightened and detailed awareness of personal responsibility and professional codes of conduct. Comprehensive and detailed knowledge of their specialist area of Community and Primary Care. Module Award 23

24 Cognitive/Intellectual Skills Conceptual understanding to devise and sustain complex arguments and or solve problems. Critically comment on aspects of current evidence appropriate to their area of Community and Primary Care specific practice. Critically evaluate arguments, assumptions, abstract concepts and data appropriate to their area of specific practice of Community and Primary Care Confidently and flexibly apply critically evaluated evidence to their Community and Primary Care practice. Key/Transferable Skills (generic) Confidently apply own evidence informed judgement; can challenge, reflect and constructively use feedback. Systematically communicate information, ideas, problems and solutions to a range of fellow professionals in their specific field of Community and Primary Care practice. 24

25 Employment-related Skills Exercises initiative, personal responsibility and team leadership Can relate theory to practice appropriate to chosen Community and Primary Care disciplines. Critically aware of and contributes to local, national and professional policy agendas Practical/Professional Skills Critically defines and understands the limits of their competence. Able to act autonomously, within agreed guidelines, frameworks and protocols and to contribute to their development Effective in complex and unpredictable contexts. Able to problem solve by selecting from a range of techniques. Pathway Specific See

26 13.2 Assessment mapping of modules in the Professional Development in Community and Primary Care Core Module Credit Formative Assessment Summative Understanding Evidence to Inform Clinical Decision Making Integrated Community and Primary Care in Context 20 Highly directed study to undertake reading and specific activities designed to provide formative feedback throughout the module 20 Group work and discussion reviewing online learning and application to practice Forum discussion on the Digital Learning Environment Topic related self-assessment, quizzes and activities Essay that requires students to examine an aspect of care through a critical review of relevant research-based evidence; and to use their professional knowledge to discuss how the results from the research reviewed might contribute to the clinical effectiveness agenda in their workplace Journal article suitable for publication on an issue related to service-user safety. Integrated Community and Primary Care Practice 20 As above and formative presentation of Posters with structured peer feedback Independent Study 40 Action learning sets with peer and tutor feedback Electronic submission of a Poster. Practice Learning Log Essay, to address the learning outcomes. 26

27 13.3 Pathway Specific Module Choices for Community and Primary Care Graduate Certificate/Diploma HEAD373 HEAD374 HEAD362 HEAD363 HEAD364 HEAD365 HEAD366 HEAD367 HEAD355 ADV605 HEAC368 HEAD372 HEAC383 HEAC392 HEAC393 HEAD306 HEAD338 HEAB358 HEAB366 HEAC334 HEAC371 HEAD301 HEAD302 Integrated Community and Integrated Community and Clinical Decision Making in Healthcare Practice Ethical and legal issues in healthcare practice Practice Based Learning Contemporary Issues in Health and Social Care Integrated Advancing Practice in Context The Fundamentals of Health Assessment Leadership and Innovation Advancing the Management of Long Term Conditions Asthma and Chronic Obstructive Pulmonary Disease Management in Primary Care Introduction to the Practice and Principles of Managing Individuals and Teams within the General Practice Setting Cardiovascular Disease & Stroke Management in Primary Care Newborn and Infant Examination Newborn and Infant Examination (APL) Family Planning and Women s Health in Primary Care Clinical Skills in Community and Primary Care Advancing Practice in Long Term Conditions Management Enhanced Parkinson s Disease Management Management of Infection Prevention Specialist Practice in Stroke Care Effective clinical leadership in complex community environments Effective communication within complex community settings 27

28 HEAD304 HEAD339 HEAD347 HEAD375 HEAD377 Supporting People in Loss, Grief and Bereavement Enhanced Practice Tissue Viability: Core Knowledge for Practice Advancing the Care and Support of the Person with Dementia and their Carer Holistic Neonatal Assessment and Clinical Management Perinatal Mental Health 28